Reggio Emilia Pedagogy in Brazil and the Political Pedagogical Project

Considering the complexity and uniqueness of the concepts implied by a given pedagogical approach, its importance and relevance to understanding the teaching process, and its potential contributions to educational discussion, this study aimed to analyze and identify the main perceptions of teachers and administrators regarding the implementation of the Reggio Emilia pedagogical approach in the Political-Pedagogical Project of a private Brazilian educational institution. The methodology employed involved a literature review, along with the application of questionnaires to teachers (pedagogues); specialist teachers (Arts, Physical Education, Body Expression, Music); pedagogical administrators (coordinators); and administrative administrators. In addition, direct observations of the school environment were conducted at the research site. Based on the responses obtained, it was found that although the Reggio Emilia approach, in its original assumptions, advocated for an education based on a collective spirit of collaboration between the school community, families, and students, the analysis of the Brazilian case revealed that decisions and actions for the implementation of the Reggio Emilia approach did not occur collectively, but rather in a centralized manner, centered on pedagogical and administrative managers, without the participation of the school community. This fact stands out as one of the main causes of the difficulty in effectively implementing the Reggio Emilia approach in the institution studied and in establishing a Political-Pedagogical Project with a differentiated educational approach.